The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1887-12-08
REPORT OF COUNTY SUPERIN-
TENDENT OF SCHOOLS.


teachers who secured certificates at the
fall series of examinations. The relative
f, standing of the teachers in each class is
shown by the order of mention.
FIRST GRADE-Valid throughout the
county and for a period of four gears.
A. Guttmann, Y. B. Oakley, Emelie
Richter
SECOND GRADE-TdIid throughout the
county and for period Of tlco gears.
d. r. Cornell, J. V. Erickson, Floyd
/ Westgate.
THIRD GRADE-Valid throughout the
county and for a period Of one gear.
Aceroge standing IS per cent and oUer
Minnie Richardson, Annie Maggie, Cora
Bean, Frank J. Stangel, Mary E. Burke,
Joseph Pospisiel, Nellie Carey, Richard
Nicolaus, Herman Schlundt, George T.
Zaun, Constance Roeffs.
Average 70 per cent. and less than rs
per cent.
Mary Walsh, Mamie Solberg, John E.
Hewitt, Emma Schneider, Fred Christian
sen, Clara Tostensen, Nellie Doyle, Grit
fifth Pritchard, Thomas Hopper. Marian
Hougen, Ida Mason, Helen Luedke, T. J.
Walsh, Marcella Hall, Martha Thomson.
Acerdge IS per cent. or ouer bit less than
20 per cent.
Timothy Burke, Peter Burns, Agnes
Raft, Isadore Hanson, Hattie Y. McIn-
tosh, j. n. Rock, Oscar Stockmeyer,
Alice r. Monahan, Johanna O'Connor,
NJ. A. Guidinger, 10. L. Eggers, Theodore
Wolf, Max Staehle, Martena Tollefson.
AUerage SO per cent. or ouer and less than
81 per cent.
Rosie Pospisiel, Mary Fulton, I. J.
Mckeough, Rose A. Burke, Mary l.. Pat
node, Carrie Edwards, Julia Densmore,
Cornelius ]. Mulcahy, Maggie Mullins,
j. ID. Burns, Maggie f. Grove, Frida
Krieger, John Dunbar, David Fitzgerald,
Erwin Chloupek, Charles E. Healy, Josie
Thompson, Kate E. Finnegan, Edward
Kirwan, Lucy Fechter, Ella Bartke, Liz.
II. W. Jahnke, Stephen J. Nash, Martha
K. Olson, Adele Lawrence, L. A.
Schmitz, P. Fl. Guhin, Maggie O'Brien,
Tena Arnemann.
LIMITED to O particular torn and for
q period Of ten months.
acreage 50 per cent. or Orer and less than
50 per cent.
Tena DAIMLER, James Kennedy, Paul
Brockmann, Lizzie Meany, Charles G.
Stangel, Martha Schlundt, Aggie West
gate, Jennie Schlicting.
LIMITED to q particular torn and for
q period less than ten months.
acreage 52per cent. and less than 50 per
cent.
E. W. Monahan, Mona Cooney, Patrick
Mulloy, John M. Ruchhoft, Lizzie Sc
christ, Sophie Bebeau.
Some whose names appear in the above
list have not received certificates because
of their youth. The law extending the
time for which certificates of the higher
grades are valid has invested them with
an appreciate value, and they are sought
simply indicated superior scholarship but
did not offer relief from the frequently
recurring worry of examination. A few
whose average standing was up to the
requirements but who failed to reach the
minimum standing in algebra, Will be per-
mitted to work on that subject at Sec
ond supplementary examination soon to
be held.
The number of limited certificates is
sued becomes less each successive exam
ination. Some applicants for schools
prefer not to teach upon the mere per-
mission granted by limited certificate
and few school boards refuse to recog-
zize this grade of certificate as evidence
of qualification to teach. These are signs
of healthful progress and indicate grow
ing sentiment in favor of special prepare
ton for the duties of teacher.
Examinations disclose a serious OBJ
stacle to successful teaching as well as
to individual progress, and that is the
willingness on the part of some to be
satisfied with partial knowledge on a
subject and to passively accept informa-
ton and trust to the memory for its re-
lention. Most failures in examinations,
when actual incompetency is not consid-
cred, result from this habit of mental in
ertness even when the applicant has been
quite diligent in his studies. In the eff
fort to recall what has been learned by
rote, the conditions of the question are
not properly considered and there is little
or no relevancy between question and
answer. This habit of study has reflex
action on methods of teaching. and the
pupil becomes the recipient, not the
cleaner of knowledge. To this character
of work is also attributable loose habit
of thought which invariably results in
slovenly expression both in written and
spoken form. The language of the teach
er should be such as to make the thought
| clear, and it is always such when the
substance of what is to be conveyed is
clearly understood. Ambiguity is sign
that confidence is weak or that knowledge
is wanting
| To think clearly is prerequisite to
speaking Understandings and the exact
ness of the language used is measure of
the completeness of the thought. When
the work Of teacher at an examination
is untldy IN appearance, slovenly in
thought and in language, the work which
he does in the school room is character
lied by the same defects. To learn thor
ougly what is attempted and to make the
language conform to the thoro-' -
no tho ain, ~ oil =. sat should
! to impro- "no study with view
H. -o,ement. Persistence in this
.ourse will beget habit of work which
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